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Preparing teachers for inclusive education in India

Samsu Firsad N

Ph.D Education.

The English and Foreign Languages University Hyderabad

Abstract

The vital role of teachers in shaping potential behavior of students is a well established fact. For successful

implementation of this challenging task, teachers must possess certain knowledge, skills and values. Various

concepts in education that emerged at different points of time will be resulted in desirable changes if those are

understood and implemented in a systematic manner. Inclusive education is one of such concepts which aims at

providing education for all students and inviting equal participation in the learning process. Classrooms are

structurally, to some extent, inclusive. But at practical level, teachers at the present day struggle to include equally

all students in the learning process. Therefore, most of the students are socially and psychologically excluded.

Consequently, there is a huge loss of human resources. Teachers must be aware and make use of all diversive

material and non material resources for making inclusive education a reality. Teachers’ way of thinking of learners

and the learning process has an enduring impact on implementation of inclusive education. Awareness of

peculiarities of social system, child, parents and community is a prerequisite for an effective teacher. Adaptation of

the aforementioned factors in teacher education can help teachers in implementing inclusive education effectively.

Key words: Inclusive education, human resources, diversity, discrimination, pedagogy

Introduction

Nurturing and utililizing of human resources should be prime concern of any country which

envisions it’s all round development. Since school is a microcosm of society, the students in

them deserve a special consideration. Teachers have a critical role in shaping potential behavior

of learners which enables them to face the challenges of life constructively. Teachers must

possess the capacity to create such a learning environment which motivates and scaffolds

participation of all learners in the process of learners. It is not an easy task, but teachers require

certain kind of knowledge, skills and values for implementing them effectively. Various kinds of

concepts and practices emerged across time with the purpose of advancing and getting maximum

benefits of education. Awareness of such concepts and practices will help teachers to achieve the

educational goals effectively and efficiently. Inclusive education is one of such concepts which

ensures equitable educational opportunities for all. (Forlin, 2010).Inclusive education aims at

providing education and inviting participation of all learners in the learning process irrespective

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of their social, economical and cultural disadvantages. Exposition to, socially, economically and

culturally diversive atmosphere is necessary for learners to make them capable of addressing life

realistically. Such education is competent of making all learners feel accepted and respected

which in turn facilitates the process of learning. Teachers must be equipped with knowledge,

skills and values that are related to inclusive education for its effective implementation.

Theoretical and practical aspects of inclusive education and diversive ways and means of

preparing teachers for inclusive education are explored in this paper..

Inclusive education: Meaning and Concept

Regular schools with this inclusive orientation are the most effective means of combating

discriminatory attitudes, creating welcoming communities, building an inclusive society and

achieving education for all, moreover, they provide an effective education to the majority of

children and improve the efficiency and ultimately the cost-effectiveness of the entire education

system

-The Salamanca Statement and Framework of Action on Special Needs Education,1994

Inclusive education is a new approach aiming at providing education for socially, economically

and culturally disadvantaged students in the mainstream educational system. Inclusive education

does not confine to children with disabilities, but all children with diverse background and

abilities. (SCERT,2010.) The first adaptation of inclusive education at global level was at the

“World Conference on Special Needs Education: Access and Quality” (Salamanca, Spain 1994).

According to Cobbett and Sleeve, inclusive e education is an unabashed announcement, a public

and political declaration and celebration of difference. It requires continual proactive

responsiveness to foster an inclusive e education culture.

Thus identifying, accepting and nurturing individuality or individual needs of learners without

showing any sort of discrimination on the grounds of any physical and psychological differences

is the basic of promoting inclusive education. It leads to welcome and celebrate the diversities

for promoting effective life touching education. Inclusive education contributes to the process of

equal access, participation and benefits of all learners. Putting forth an Australian perspective,

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Bailey (1998) says that inclusion as: being an ordinary school with other students, following the

same curriculum all the time, in the same classroom, with the full acceptance all, and in a way

which make the students feel no different from others..This definition sheds light into the critical

role of psychological factors in learning. Respecting and accepting one’s individuality is

prerequisite for effective learning to be taken place. A comprehensive definition for inclusive

education is provided by Johnson(1994) .He says that it is a flexible and individualized support

system for children and young people with special educational needs(because of a disability or

other reasons). It forms an integral component of overall educational system, and is provided

regular schools committed to an appropriate education for all. In such a system individual

attention must be provided because of the very fact that each learner has unique and different

need. The following statements depict the comprehensive view of inclusive education and

rationale behind it.

Inclusive education is a pairing of philosophy and pedagogical practices that allow each student

to feel respected, confident and safe so he or she can learn and develop to his or her full

potential. It is based on a system of values and beliefs centered on the best interests of the

students, which promotes social cohesion, belonging, and active participation in learning, a

complete school experience, and positive interactions with peers and others in the school

community. These values and beliefs are shared by schools and communities. Inclusive education

is put into practice within school communities that value diversity and nurture the well-being

and quality of learning of each of their members. Inclusive education is about embracing all and

celebrating diversity. Inclusion is possible only when every child, including children with special

needs, has the right to quality education, with equal opportunities and participation being

realized. (NCERT,2013).

Since education is an effective tool for preparing life, or rather education itself is life, it is very

essential for children to be exposed to diversive environment for making them capable of

addressing life in a constructive way. National Curriculum Framework (NCF -2005) also

suggests that Schools needs to be become centers that prepare children for life and ensure that

all children, especially the differently abled, children from marginalized sections, and children

in difficult circumstances get the maximum benefit of this critical area of education. Otherwise

they will not be in a position to address the real life challenges they face in the various walks of

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life. Thus Inclusive education is beneficial not only for children with special needs, but for other

children also. Inclusive education is promoted because it develops social skills and better social

interactions because learners are exposed to real environment in which they have to interact

with other learners having unique characteristics, interests and abilities. The non-disabled peers

adopt positive attitudes and actions towards learners with disabilities as a result of studying

together in an inclusive classroom. Thus, inclusive education lays the foundation to an inclusive

society accepting and respecting learners with diverse abilities. (SCERT, 2010).The main goal

of inclusive education is the eradication of all sorts of discrimination and foster social

cohesion.(SCERT,2010).Consequently, an healthy and psychologically favorable environment

will be created in schools which facilities effective leaning. It will be resulted in nurturing of

potential behavior of learners to address bitter realities of life. Such a relatively permanent

change will necessarily lead to national development.

At present inclusive education has been considered as a philosophy for ensuring equity, justice

and quality education for all learners. For these same reasons, inclusive education with the

purpose of ensuring equity of access and fulfillment of quality education for all learners is

adopted by various countries across world.

Inclusive education in India

Numerous policies have been formed for promoting education in India since its independence in

1947. As fundamental rights for all citizens, inclusive education was considered and affirmed in

Indian constitution. Part IX, Article 45 of the Constitution states,

The state shall endeavor to provide, within a period of ten years from the commencement of

this constitution, for free and compulsory education for all children until they complete the age

of fourteen years. The article 45 of the Indian constitution on the directive principles of state

policy states, the state to provide free and compulsory education for all children until they

complete the age of fourteen years.

Kothari Commission (1964–66)), the first education commission in India dealt with the issues of

access and participation by all. A common school system open to all children irrespective of

caste, creed, community, religion, economic condition and social status was recommended by the

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commission. Following the recommendations of Kothari commission, the National Education

Policy was formed in 1968, and suggested the expansion of educational facilities for physically

and mentally handicapped children, and the development of an ‘integrated programme’ enabling

handicapped children to study in regular schools.

National Policy on Education (1986) ensures equal opportunities for the children with disabilities

and states that objective should be to integrate the physically and mentally handicapped with the

general community as equal partners, to prepare them for normal growth and to enable them to

face life with courage and confidence..It also emphasizes that wherever it is feasible, the

education of children with motor handicaps and other mild handicaps will be common with that

of others.

The plan of action (1986) suggested that enrollment into special school should be confined to

only children whose needs cannot be met in common school. After the acquisition of

communication skill and study skills, they will also be included to common school.

Central Scheme of Integrated Education for the Disabled children (Revised 1987, 1989 and

1992) also reiterated that education for the children with disability must be provided in common

schools. A large number of state governments implemented the scheme.

Receiving financial support from UNICEF, The National Council for Educational Research and

Training (NCERT) implemented Project Integrated Education for Disabled (PIED) with the

purpose of implementation of Integrated Education for Disabled Children (IEDC), launched in

1974 under the Ministry of Social Justice and Empowerment, (later shifted to Ministry of Human

Resource Development) within the frame work and goals of National Policy on Education.

Department of Education of Group s with Special Needs was established by National Council for

Educational Research and Training (NCERT) on 1st September 1995 with a mission of educating

differently abled persons in main stream schools. The department focuses on conducting training

programmes for teachers, teacher educators and policy makers to sensitize and train them in

appropriate strategies for providing quality education and equal education opportunities for these

children in mainstream schools.

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District Primary Education Programme (DPEP,) a national initiative, was launched in 1993 with

an objective of achieving universalisation of primary education (UPE). Main objectives were to

reduce the difference in enrolment, dropout and learning achievement among gender and social

group and to provide access for all children to primary schooling or its equivalent non-formal

education.

Persons with Disabilities Act (Equal Opportunities, Protection of Right and Full participation)

Act 1995 was enacted by the parliament to give the voice for Proclamation on the Full

Participation and Equality of the people with Disabilities in Asian and Pacific Region.

Later, DPEP was included under a comprehensive and integrated programme of Government of

India called Sarva Shiksha Abhiyan in 2001-2002 for making an effort to Universalize

Elementary Education. Its goal was in agreement with the 86th constitutional amendment (2002)

which claims that Elementary Education is a Fundamental Right of every child. One of the major

objectives of SSA was to increase the participation of Children With Special Needs (CWSN) in

mainstream education. Numbers of strategies were suggested for increasing the participations

such as enrolment drives and community sensitization to identify out school children with an

emphasis on CWSN and advocating the imperatives educating these children. (SSA, 2005).

The National Curriculum Framework for School Education (NCFSE, 2000) by NCERT

recommended for inclusive school for all without specific reference to pupil with Special

Educational Needs (SEN) as a way of providing quality education for all learners (SCERT,

Delhi, 2010).

Draft of Inclusive Education Scheme,( MHRD, 2003 ) also put forth that inclusive is a condition

where all learners, young people-with or without disabilities can learn together in ordinary

preschool provisions, schools, and community educational settings with appropriate network of

support service.

NCF (National Curriculum Framework)-2005 emphasis that a policy of inclusion needs to be

implemented in all schools and throughout our educational system. The participation of all

children needs to be ensured in all spheres of their life in and outside the school .Apart from,

schools need to become center that prepare children for life and ensure that all children,

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especially the differently able children from marginalized sections, and children in difficult

circumstances get the maximum benefit of this critical area of education (NCF 2005).

Inclusive education has been a great concern of educationists and policy makers in India.

Role of Teachers in inclusive education

Teachers have a critical and decisive role in making the processes of inclusive culture in teaching

learning environment. Teachers’ attitude and values have a major and everlasting effect on the

self esteem and emotions of learners. All policies and efforts for facilitating inclusive education

will not be fruitful if the persons who have major responsibility in implementing inclusive

education, i.e. teachers, are not well equipped with certain knowledge, skills and values. National

Curriculum Framework for Teacher Education (2009) shed light into this fact; it is well known

that the quality and extent of learner achievement are determined primarily by teacher

competence, sensitivity and teacher motivation. It is common knowledge too that the academic

and professional standards of teachers constitute a critical component of the essential learning

conditions for achieving the educational goals. The length of academic preparation, the level

and quality of subject matter knowledge, the repertoire of pedagogical skills the teachers possess

to meet the needs of diverse learning situations, the degree of commitment to the profession,

sensitivity to contemporary issues and problems as also to learners and the level of motivation

critically influence the quality of curriculum transaction in the classrooms and thereby pupil

learning and the larger processes of social transformation. A positive attitude toward inclusive

education by teachers and educational stakeholders, along with other aforementioned

capabilities, deserve primary concern.

It is very essential for teachers to have a solid awareness about the socio economic and cultural

background of the learners. The teacher must be equipped not only to teach but also to understand the

students and the community of parents so that children are regular in schools and learn (NCFTE 2009).

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Contextual awareness will make the process of interpretation and implementation of teaching

learning process more effective. Absence of this awareness can create some problems which can

hinder students’ learning for long time. Here law of readiness will be rejected where no learning

will be possible Relationship with parents will be helpful for teachers in getting better

understanding of learners. Awareness about their background will help teachers to approach

them in diversive and insightful perspectives. There is no panacea for all learners. That is why it

is said that each leaner is unique and need to approaches them accordingly.

Classrooms need to be realistic and honestful to real life experience So teaching programme

should engage teachers with children in real contexts rather than teach them about children

through theories alone. It should help them understand the psycho-social attributes and needs of

learners, their special abilities and characteristics, their preferred mode of cognition, motivation

and learning resulting from home and community socialization. (NCFT 2009).This practice adds

to the background knowledge of the learners which is helpful in scaffolding them.

Teachers need to acquire interpretive and critical ways of looking at various aspects and

experiences of education and their own practices. Pedagogical knowledge has to constantly

undergo adaptation to meet the needs of diverse contexts through critical reflection by the

teacher on his/her practices (NCFTE, 2010). Such a perspective will definitely help them to

move forward in advance which will facilitate change in practices.

In accordance with the policies and recommendation of inclusive education, curriculum,

pedagogy and practices of education need to be reformulated for getting the full benefits of

inclusive education. It is at this point where integrated education and inclusive education

distinguishes. Integration denotes the physical placement of students with disabilities into

mainstream schools without any change in the school where the students were admitted (SCERT,

Delhi, 2010).On the other hand, inclusive education requires modification of educational system

according to the needs of socially, economically and culturally diversive children. National

Curriculum Framework (NCF), 2005 emphasizes the need of inclusive curriculum taking the

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diversity of learners into account. It is all about reforming educational system (Roger Slee,

UNESCO 2005)

In the present scenario, most of the teachers find difficult to identify and respond to the needs

and potentialities of various learners in an inspiring and scaffolding manner. Teachers need to

realize that diversity in the classroom as a positive opportunity and favorable scope for positive

changes. School administrators and teachers should also realize that, when boys and girls from

different socio economic and cultural backgrounds and different levels of ability study together,

the class room ethos is enriched and becomes more inspiring.(NCF 2005).The children are gifted

with diversive experiences,knowledge,skills and values those can bring some favorable

ingredients to the teaching learning process. Teachers need to use variety of teaching methods,

strategies and activities because of the very fact that children’s ways of learning are so diversive

due to their hereditary factors, previous experience, background knowledge, and environment

and personality characteristics. In other words, teachers need to recognize individual difference

and implement teaching methods and strategies in such way to fulfill the diversive needs of all

learners.

Conclusion

Anyone who thinks of a real and life touching approach to education will necessarily find

conclusion in inclusive education. Because the ultimate aim of education is the preparation for

life or life itself. The society where the learners live or has to live is inclusive in nature consists

of all sorts of physical, social, economical and cultural diversities. For addressing and adjusting

with those diversities, learners have to be exposed to such an environment where all learners

have equal participation. Inclusive education makes learners equipped with necessary,

knowledge, skills and values those are critical in leading a satisfactory life in society. Such

cititizens will be in a position to contribute to national development. Because such an education

develops human resources with competency skills in the world of diversity. By promoting

inclusive education, human resources can be utilized effectively.

Since independence of our country, various committees, commissions, reports and other

researches focused on the inclusive education and the various ways and means of making it a

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reality. An Analysis of history of inclusive education in India reveals that there is a progressive

movement in the conceptual and practical aspects of inclusive education. But at practical level,

still there a need of more inclusive curriculum, pedagogy, and effective teachers for the

successful implementation of inclusive education by taking all sorts of diversities into account.

Without the presence sound curriculum, pedagogy and teachers whose are well equipped with

necessary knowledge, skills and values, implementation of inclusive education will be futile.

Among the elements explained above, teachers have a critical role to play in making inclusive

process in teaching learning process. Attitudinal change of teachers can have an influential effect

on the successful implementation of inclusive education. Understanding, recognizing and

favorable rechanalizing the diversive, contributing potentialities of learners is a potential input

in the process of creation of inclusive culture in class room which in turn reinforce the learners

to have positive and healthy attitude toward others and nation..

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